29.01.2015 Views

principal's leadership behaviour as a determinant of effectiveness

principal's leadership behaviour as a determinant of effectiveness

principal's leadership behaviour as a determinant of effectiveness

SHOW MORE
SHOW LESS

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

Europan Journal <strong>of</strong> Educational Studies 2(1), 2010<br />

The study also revealed that there w<strong>as</strong> significant relationship between principal’s <strong>leadership</strong> <strong>behaviour</strong> and<br />

secondary school <strong>effectiveness</strong>. The re<strong>as</strong>on for this might be due to the fact that principals are the men at the<br />

helms <strong>of</strong> the affairs <strong>of</strong> the schools and would always want the schools to achieve the goals for which they are<br />

established. Where the principals provide a good <strong>leadership</strong> <strong>of</strong> the school, sees to members <strong>of</strong> staff welfare,<br />

relates very well with both the teachers and the students, this will facilitate conducive environment for teaching<br />

and learning. This finding is in support <strong>of</strong> Purkey and Smith (1983) and Cruz (1985).<br />

CONCLUSION and RECOMMENDATIONS<br />

B<strong>as</strong>ed on the findings <strong>of</strong> this study, it w<strong>as</strong> concluded that the <strong>leadership</strong> <strong>behaviour</strong> <strong>of</strong> the principals in secondary<br />

schools in southwest Nigeria is very encouraging which depicts the transformational leader. It w<strong>as</strong> also<br />

concluded that the schools were effective in the affective and the psychomotor domains but not effective in the<br />

cognitive domain.<br />

It w<strong>as</strong> recommended that school principals should not relent in their efforts in sustaining the <strong>leadership</strong><br />

<strong>behaviour</strong> in the school system. It w<strong>as</strong> also recommended that the government and all the stakeholders in the<br />

secondary education system should also try to uphold the tempo <strong>of</strong> the performance <strong>of</strong> the students in the<br />

affective and the psychomotor domains while frantic efforts should be made at improving upon the level <strong>of</strong><br />

cognitive achievement <strong>of</strong> the students. High level <strong>of</strong> performance in the three domains <strong>of</strong> learning is what the<br />

schools must strive to achieve.<br />

REFERENCES<br />

Adeyemi, T. O. (2008). Predicting students’ performance in senior secondary certificate examination from<br />

performance in junior secondary certificate examinations in Ondo State, Nigeria. Humanity and Social<br />

Science Journal 3(1) 26-36.<br />

Ajayi, I. A. (2002). Resource factors <strong>as</strong> correlates <strong>of</strong> secondary school <strong>effectiveness</strong> in Ekiti State. Nigeria<br />

Journal <strong>of</strong> Counselling and Applied Psychology 1(1) 109-115.<br />

Babayemi, A. (2006). Principalship. In J. B. Babalola, A. O. Ayeni, S. O. Adedeji, A. A. Suleiman and M. O.<br />

Arike Wuyo (Eds) Educational Management: Thoughts and Practice. Ibadan: Codat publications 242-<br />

261.<br />

Bandele, S. O. (2002). Administration <strong>of</strong> continuous <strong>as</strong>sessment in tertiary institutions in Nigeria. Journal <strong>of</strong><br />

Educational Foundations and Management 1(1) 289-296.<br />

Cruz, P. A. (1995). The <strong>leadership</strong> actions <strong>of</strong> principals in schools that have experienced academic success with<br />

Hispanic students. Dissertation Abstracts International.<br />

Federal Government <strong>of</strong> Nigeria (2004). National Policy on education. Lagos: National Education Research<br />

Development Council.<br />

Ibukun, W. O. (1997). Educational Management: Theory and Practice. Lagos: Greenline publishers.<br />

Oladele, A. B. (2003). The justification for the inclusion <strong>of</strong> philosophy in Nigerian secondary school<br />

curriculum. Journal <strong>of</strong> Educational Foundation and Management 3(1) 1-14.<br />

Purkey, S. C. & Smith, M. S. (1983). Effective schools: A review, Elementary School Journal 83(4) 427-452.<br />

Scheerens, J. & Creemers, B. P.M. (1989). Conceptualizing school <strong>effectiveness</strong>. International Journal <strong>of</strong><br />

Educational Research 13(7) 691-706.<br />

Weber, G. (1971). Intercity children can be taught to read: Four successful schools. W<strong>as</strong>hington D. C: Council<br />

for B<strong>as</strong>ic Education.<br />

West African Examination Council (2007). Chief Examiner’s report.<br />

30

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!